Enriching Quality of Self-Regulated Learning through Technology-Enhanced Learning Environments

Abstract

Current development in the Malaysian educational policies observed heightened interest in the integration of self-regulation of the learning process through engagement in technology-enhanced learning environments. This study attempts to provide empirical evidence to the effectiveness of the iELC discussion platform in enhancing practice of self-regulation among Malaysian secondary school students. This involved participation of 102 Physics students from four regular national secondary schools. Practice of self-regulation was measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and was analyzed using the two-way between-groups analysis of variance (ANOVA) on a .05 level of significance. Findings provided evident arguments that engagement in this technology-enhanced learning environment warrants for self-regulation in the learning process.